Publications and Presentations

The insufficient representation of Latinas in the share of STEM degrees and jobs is a persistent national concern. This lack of representation is often related to biases ingrained into college practices and culture. This problem is particularly urgent to address at Boise State University (BSU), as it is a predominantly white campus that is projected to become an emerging Hispanic-Serving Institution (HSI) in the near future. In this study, we aimed to understand what “belonging” and exclusion looks like for Latinas in STEM so that at some point in the future, BSU can be a place that fully supports these students as they reach their full potential without barriers. We explored belonging and exclusion by conducting six individual interviews with Latina students in the Louis Stokes Alliance for Minority Participation (LSAMP) program and interpreted the results using collaborative empathy mapping in MURAL followed by coding in NVivo software. We found that belonging originates from peers and mentors within diversity programs and exclusion takes form as stereotype threat and microaggressions. A key and concerning finding is that an overwhelming amount of microaggressions and threats of stereotyping originate from peers, and though there are fewer originating from faculty, even one instance can permanently damage the sense of belonging experienced by a student in spaces controlled by them. Informed by these results, we recommend that (1) BSU establish routine diversity and inclusion trainings for faculty and students and (2) that faculty visibly show support for underrepresented groups and actively discourage and combat the competitive culture of STEM.

Abstract

Boise State University (BSU) , a historically white institution, is projected to become a hispanic serving institution (HSI) in the near future. In order to better serve this community it is crucial to shift the focus from recruitment of these individuals to retention. This study, aimed to understand the experiences of Latine students from different socio-economic backgrounds in upper division STEM courses. The participants were recruited with the help of the Louis Stokes Alliance for Minority Participation (LSAMP) program on campus. The data was obtained through peer interviews and was analyzed using collaborative empathy mapping on MURAL. The data suggested these students experiencing strain in their close relationships due to upward mobility and large pressure to perform well academically. These students also endorsed having a large role in their family units. It was found that students use programs like CAMP, LSAMP, and Greek organization to navigate the change from a collective culture that is Latine culture to the individualistic culture of academia.

This study has revealed that, although minority students have a sense of belonging in identity-based organizations, they do not feel the same in the classroom environment or with STEM faculty. Identity-based resources in universities can be a great way to represent and support minority students [1]. However, resources should also follow through to classroom environment. Faculty should be aware of the racial inequity between minority students and nonminority students. As important members of society, faculty have the responsibility to inspire and drive generations to succeed. Faculty should strive to close this racial inequity in the classroom and through their teaching style. This study focused on understanding if and how minority students in STEM “feel a sense belonging” at Boise State University [2]. We conducted 14 individual interviews with minority students who are a part of the Louis Stokes Alliance for Minority Participation (LSAMP) program. Together, we analyzed and discussed the interviews through the use of a collaborative empathy map. We found that minority students felt a sense of belonging, had family-like relationships, and were comfortable in their own skin when at identity-based organizations. Although, when it came to faculty and classroom environments students did not feel the same. We found that minority students didn’t build meaningful relationships with faculty, faculty does not reach out to students, and classroom environments often alienate them. We recommend that (1) BSU faculty gain understanding of how differently minority students’ experiences and feelings are towards classroom vs. identity-based programs, (2) BSU faculty should learn from the identity-based programs and implement successful components in the classroom (3) BSU faculty should create a safe space in the classroom that allows for students to comfortably talk and participate in discussion.